Describe the situation here: After the end of the day, you notice that an electronic balance is missing.
Understanding the Situation
a. What might be some underlying causes of the situation that you need to think about? A flourishing drug trade. Impulsive decisions.
b. Are there resources within your school that might be of help? If so who and what questions should you ask them? Hall monitors (observed students at unusual times, acting unusual), inform parents through phone or email about the importance of missing balance, or place in school newsletter.
c. Are there other resources that might be helpful?
A Solution
As a teacher, you will often try to address problems by preventing them. That said, things happen in classrooms that cannot be anticipated beforehand and you will have to make decisions about how to address the situation.
In this section, be sure to:
a. Decide whether your action is proactive (action aimed at preventing problem) or reactive (action occurs after situation develops).
Proactive Sol'ns:
Visual scan between classes
Check equipment out
Lock door when not present
Establish presence as an aware teacher
Reactive Sol'ns:
Inform parents/classes/teachers
Allow student(s) to return property anonymously
Relate the seriousness of the situation
Have other students come forward
Reinforce that they are stealing from themselves/peers
b. Decide what grade level you will "solve" this problem for.
High school, but this could work for middle school as well.
c. Describe what you'll do.
d. Describe how you anticipate your action(s) will affect the situation. Hopefully allow students to come forward with the property and the situation will be diffused.
Solution Consequences
Before you act to address a classroom situation, you have to anticipate possible consequences of your actions.
Use this section to spell out some of these effects:
a. How will your action be perceived by your students?
Teacher cares about the well-being of classroom, and wants students to be successful.
Note: We feels this depends on the student teacher relationships. If closer relationships, this style will have a greater effect on the students' feelings.
b. How will your action affect the learning climate in your classroom?
Potentially adds more time to transitions as equipment would be checked.
Students may feel indignant at others who have done the theft
c. What might your students learn from your action? (Be sure to note both positive and negative lessons.)
Students may learn that teacher is unfair (if perceived teacher has no trust)
That teacher has best interests in mind and is not picking out students in particular
d. How will your students' parents react to their child's account of your action? (Remember that they will put their own "spin" on what you do.)
Parents should find this method fair and reasonable
e. How will your administrator(s) react to your action?
Administrator should find this method fair and reasonable.
The Situation
Describe the situation here: After the end of the day, you notice that an electronic balance is missing.
Understanding the Situation
a. What might be some underlying causes of the situation that you need to think about? A flourishing drug trade. Impulsive decisions.
b. Are there resources within your school that might be of help? If so who and what questions should you ask them? Hall monitors (observed students at unusual times, acting unusual), inform parents through phone or email about the importance of missing balance, or place in school newsletter.
c. Are there other resources that might be helpful?
A Solution
As a teacher, you will often try to address problems by preventing them. That said, things happen in classrooms that cannot be anticipated beforehand and you will have to make decisions about how to address the situation.
In this section, be sure to:
a. Decide whether your action is proactive (action aimed at preventing problem) or reactive (action occurs after situation develops).
Proactive Sol'ns:
Reactive Sol'ns:
b. Decide what grade level you will "solve" this problem for.
High school, but this could work for middle school as well.
c. Describe what you'll do.
d. Describe how you anticipate your action(s) will affect the situation. Hopefully allow students to come forward with the property and the situation will be diffused.
Solution Consequences
Before you act to address a classroom situation, you have to anticipate possible consequences of your actions.
Use this section to spell out some of these effects:
a. How will your action be perceived by your students?
b. How will your action affect the learning climate in your classroom?
c. What might your students learn from your action? (Be sure to note both positive and negative lessons.)
d. How will your students' parents react to their child's account of your action? (Remember that they will put their own "spin" on what you do.)
e. How will your administrator(s) react to your action?